Understanding the Power, Promise, and Peril of the Experiential Learning Process

Autor/inn/en	Allison, Pete; Wurdinger, Scott
Titel	Understanding the Power, Promise, and Peril of the Experiential Learning Process
Quelle	In: Teacher Education and Practice, 18 (2005) 4, S.386-399 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Teaching Methods; Trust (Psychology); Learning Processes; School Culture; Adventure Education; Experiential Learning; Educational Philosophy; Curriculum Research; Student Centered Curriculum; Teacher Competencies; Hermeneutics; Educational Research + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schulkultur; Schulleben; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Experiental learning; Erfahrungsorientiertes Lernen; Bildungsphilosophie; Erziehungsphilosophie; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Lehrkunst; Hermeneutik; Bildungsforschung; Pädagogische Forschung
Abstract	Much of the literature on experiential education tends to focus on adventure-based education, which is of limited use to school teachers. This article examines the dichotomy of traditional and experiential education as a launching point to discuss the roles of trust and risk in educational processes. We examine perspectives of student, educator, and curriculum and conclude that if experiential approaches are to be meaningfully integrated in schools, trust will be a crucial component of school culture. (Contains 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10